Aim: Learners will identity figurative language in "The Phantom Tollbooth", as well creating a new, final chapter to Norman Juster's book which will be relevant to the previous chapters and contain examples of figurative language.
Rationale: Students will be able to identify figurative language as well as create a short story pertinent to the novel which will show examples of figurative language. This should motivate them to write more frequently and become less intimidated by the writing process.
Learner Description: The students are eleven and twelve-year-olds and in sixth grade ELA class.
Prerequisites: Students must have read Norman Juster's "The Phantom Tollbooth".
Subject Matter: Grammar, descriptive language, literature, and creative writing are at the center of this curriculum web.
Description: After reading "The Phantom Tollbooth" students will be broken up into groups. Each groups will be assigned three chapters and will need to identify all examples of descriptive language in those chapters. Each example of descriptive language must be identified as a similie, metaphor, or personification. Then, the students will need to create a final chapter of the book with their groups. The final chapter must be creative and relavant to the book. The chapter must contain fifteen examples of descriptive language. The final chapters will be shared with the rest of the class.
Learning Objectives: This learning activity corresponds with the following NYS standards:
-Students will read, write, listen, and speak for information.
-Students will read, write, listen and speak for ctitical analysis and evaluation.
-Students will read, write, listen, and speak for literary response and evaluation.
Rationale: Students will be able to identify figurative language as well as create a short story pertinent to the novel which will show examples of figurative language. This should motivate them to write more frequently and become less intimidated by the writing process.
Learner Description: The students are eleven and twelve-year-olds and in sixth grade ELA class.
Prerequisites: Students must have read Norman Juster's "The Phantom Tollbooth".
Subject Matter: Grammar, descriptive language, literature, and creative writing are at the center of this curriculum web.
Description: After reading "The Phantom Tollbooth" students will be broken up into groups. Each groups will be assigned three chapters and will need to identify all examples of descriptive language in those chapters. Each example of descriptive language must be identified as a similie, metaphor, or personification. Then, the students will need to create a final chapter of the book with their groups. The final chapter must be creative and relavant to the book. The chapter must contain fifteen examples of descriptive language. The final chapters will be shared with the rest of the class.
Learning Objectives: This learning activity corresponds with the following NYS standards:
-Students will read, write, listen, and speak for information.
-Students will read, write, listen and speak for ctitical analysis and evaluation.
-Students will read, write, listen, and speak for literary response and evaluation.